Locksmith J P, Mundy W M, Passmore G G
Department of Radiology, School of Medicine, School of Allied Health Sciences, Medical College of Georgia, Augusta 30912.
Invest Radiol. 1992 Oct;27(10):875-9. doi: 10.1097/00004424-199210000-00019.
The objective of this research is to develop and evaluate medical students' perceptions of interactive learning techniques for teaching the role of radiology in medical diagnosis to senior medical students.
Students in a 4-week radiology clerkship were given specific learning objectives and tasks that enabled them to be actively involved in radiology. Students rotated through six specialty areas in small groups. Some areas used the interactive format, whereas others used the traditional observation method. In the interactive format, clinical faculty involved student groups in examining patients, checking histories, making clinical/radiologic correlations, and discussing cases.
Students consistently rated the interactive rotations higher (4.6 on a 5-point scale) than the observer format (3.3). The faculty and residents found the interactive format to be manageable and conducive to learning.
Involving students in appropriate decision making and problem solving has proven to be a preferred way to teach radiology to medical students.
本研究的目的是开发并评估医学生对于向高年级医学生传授放射学在医学诊断中的作用的交互式学习技术的看法。
参加为期4周放射学实习的学生被赋予了特定的学习目标和任务，使他们能够积极参与放射学学习。学生们以小组形式在六个专业领域轮转。一些领域采用交互式形式，而其他领域采用传统的观察方法。在交互式形式中，临床教员让学生小组参与检查患者、查看病史、进行临床/放射学关联以及讨论病例。
学生们对交互式轮转的评分（5分制下为4.6分）一直高于观察形式（3.3分）。教员和住院医师发现交互式形式易于管理且有利于学习。
让学生参与适当的决策和问题解决已被证明是向医学生教授放射学的一种优选方式。
